SPATIAL NOTION AND THE PRODUCTION OF PEDAGOGICAL MATERIALS APPLIED TO GEOGRAPHY CLASSES FOR STUDENTS WITH INTELLECTUALDISABILITIES
Spatial Relations, Games, Model, Intellectual Disability
Students with intellectual disabilities (ID) may face learning difficulties, and, therefore, it is important to provide them opportunity to establish spatialrelationships and to acquire fundamental skills for the interpretation of geographic space. The objective of this research is to analyze the teaching-learningprocess of students with intellectual disabilities in constructing spatial notions. The research assumes a qualitative approach and is organized in fourmethodological stages: a bibliographic review, the planning of a Geographic Workshop, the development of the Geographic Workshop and, finally, dataanalysis. It was carried out at CEF 26 in Ceilândia, in a special elementary school class made up of 10 adult students with intellectual disabilities. The workshopincluded six phases dealing with topological and projective spatial relationships, then moving on to the projective one and ending with the Euclidean spatialrelationship, which demands more complex skills. The assessment took place through direct observation and the filling out of a binder. The resultsdemonstrated that learning spatial relationships is a continuous, multifaceted, and unique journey for each student. The diversity in results and theimportance of personalizing teaching, constant adaptation, and the incorporation of playful strategies for effective geographic education are highlighted.